Teaching in the ER: Evidence Based Tips and Tricks

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Teaching in the ER: Evidence Based Tips and Tricks. Meira Louis PGY3. When I think of medical education, I feel most like. C. A. B. D. Objectives. Adult Learners and why they are special. Self Directed Life Experience Relevant Problem Focused Internal Drive. - PowerPoint PPT Presentation

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<p>Teaching in the ER: Evidence Based Tips and Tricks</p> <p>Teaching in the ER: Evidence Based Tips and TricksMeira LouisPGY3</p> <p>When I think of medical education, I feel most like...ABCD</p> <p>Objectives</p> <p>5</p> <p>Adult Learners and why they are special</p> <p>7 Self Directed Life Experience Relevant Problem Focused Internal Drive8</p> <p>Bedside Teaching, v. 2.0Play Cliphttp://www.youtube.com/watch?v=na5oecJbEW8&amp;feature=related10</p> <p>Pair and share11The One Minute Preceptor</p> <p>4</p> <p>12Play ClipOne minute preceptor video13S: summarizeN: narrowA: analyzeP: probe the teacherP: planS: select an issue14</p> <p>Play ClipSNAPPS video16S: summarizeN: narrowA: analyzeP: probe the teacherP: planS: select an issue17Objectives</p> <p>18</p> <p>Procedural Skills: Beyond See one, do one, teach one</p> <p>420</p> <p>Feedback:Avoiding the Crap SandwichPlay Cliphttp://www.youtube.com/watch?v=cKxILa9qK8E&amp;feature=related23</p> <p>A. I use the sandwich all the time. It works great!</p> <p>B. I use the sandwich because I dont have a better format. I guess its okay.</p> <p>C. I have other methods of feedback that I use. The sandwich only makes it out on occasion.</p> <p>D. I buy my learners coffee instead of giving them feedback. They can figure it out.</p> <p>Bayers GridContinue....Start, do more....Consider...Stop, do less...25</p> <p>PendletonPendletonReview common goalsInvite student to discuss what went well.Invite student to tell you what could have been better.Use questions to prompt the learner into making their own solutions.Invite learner discussion.</p> <p>Objectives</p> <p>29</p> <p>A lecture has been well described as the process whereby the notes of the teacher become the notes of the student without passing through the mind of either. - Mortimer J. Adler.</p> <p>B: Bridge</p> <p>O: Objectives</p> <p>P: Pre-Assessment</p> <p>P: Participatory BodyS: Summary</p> <p>P: Post AssessmentBOPPPS31</p> <p>Which acronym was not used in this lecture?A. SNAPPSB. UFOC. BOPPPSD. TSIMPWho felt that this style of lecture was a fun way to do grand rounds?A. Yup. Nice and light before the holidays.B. No way. Bring back the medical details.C. An interesting way to demonstrate the principles.D. Whoops. Fell asleep.Who felt that they learned a useable technique today?A. There was one or two things I could use.B. I knew all that stuff already.C. Sign me up for TSIMP!</p> <p>Learning objectivesWrite the lesson plan. Write your presenters notes. Design the handout. And LAST, make your slides. </p> <p>ConceptActivityTimeAdult learners and why they are special10 minutesBedside teaching challenges Pair and share re: difficulties of bedside teaching in the ED10 minutesThe one minute preceptor/SNAPPSDidactic. Then fishbowl.15 minutesProcedural Skills10 minutesFeedback at the end of shiftsFeedback grid, sandwich5 minutesLecturing/Grand roundsBOPPS. Group review of the BOPPS of this talk.5 minutesObjectives</p> <p>37Questions?</p>

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